Development of an integrated guidance counseling model for early childhood education learning programs

Local language is one of the characteristics as well as a cultural richness of an area that needsto be preserved existence. In Gorontalo, some teenagers are not confident in their local languages, andchildren who are unable to communicate with Gorontalo language even in very simple contexts, especiallypeople in urban areas. Learning local languages of Gorontalo at the level of Early Childhood Education isconsidered to be one solution, considering the early age is a potential moment to develop various potentials,including the potential for language. Conditions encountered in early childhood education institutions showthat learning / language activities in Gorontalo are not structured, resulting in the development of Gorontalolanguage ability in children is very low. For that reason, learning language of Gorontalo in early childhoodneeds to be organized in a systematic and structured based on clear guidelines. These guidelines include:(a) learning programs that are appropriate to the characteristics of early childhood development, (b) learningmaterials appropriate to the characteristics of early childhood development, and (c) evaluation guidelinesthat can clearly measure the development of local language skills in children aged early. Keywords: learning, local language of Gorontalo, early childhood

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Storytelling in early childhood education: Time to go digital

International Journal of Child Care and Education Policy ◽

10.1186/s40723-021-00081-x ◽

2021 ◽

Vol 15 (1) ◽

Author(s):

Maila D. H. Rahiem

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Digital Technology ◽

Teaching And Learning ◽

Digital Storytelling ◽

Teaching Method ◽

Childhood Education ◽

Use Of Technology ◽

Learning Programs ◽

The Government

AbstractDigital storytelling blends the ancient art of storytelling with a range of contemporary tools to weave stories together with the author's narrative voice, including digital images, graphics, music and sound. Digital storytelling, as both a teaching method and a learning resource, has been applied in many innovative ways at all levels of education. Digital storytelling supports student learning and allows teachers to adopt innovative and improved teaching methods. Storytelling is a proven and popular pedagogy, while digital storytelling is relatively recent and still seldom used in the setting of early childhood education. Using a case study of a storytelling–art–science club in Jakarta, Indonesia, the researcher explored how and why digital storytelling is used in early childhood education. This club is one of the few organizations that use digital storytelling for teaching and learning programs in early childhood. Data were collected qualitatively using in-depth interviews with four teachers, document analysis, and twice-observations of storytelling activities in each session with 35 and 37 children. The collected data were analyzed using analytical memoing methods. The results indicate that teachers in this club used digital storytelling for several important reasons. They claimed that simple digital technology made storytelling more entertaining, captivating, engaging, communicative and theatrical. This study suggests that the ability of teachers to use digital technology should be enhanced; schools' information and communication technology (ICT) devices should be equipped; some funding should also be allocated by the government to modernize school equipment; while the curriculum should be tailored to meet technological developments, and provide opportunities for children to learn how to make good use of technology.

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Early Childhood Education Teachers Consistency of E-Learning Programs

Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini ◽

10.31004/obsesi.v5i2.1010 ◽

2021 ◽

Vol 5 (2) ◽

pp. 1799-1806

Author(s):

Yuanita Kristiani Wahyu Widiastuti ◽

Upik Elok Endang Rasmani ◽

Siti Wahyuningsih

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Quantitative Methods ◽

Sampling Technique ◽

Learning Program ◽

Childhood Education ◽

Learning Programs ◽

E Learning ◽

The Government ◽

Learning Plans

The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning programs such as the absence of daily or weekly learning plans in implementing e-learning, uncertain teaching schedules, and unsupported learning media. This shows that 80% of ECE teachers implement e-learning and 20% implement mixed learning. Teacher consistency can be improved through training provided by the government, provision of educational facilities by schools, learning innovations according to health protocols and initial motivation to teach

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Pengembangan Kurikulum Berbasis Nusantara dan Internasional di PAUD Fastrack Funschool Yogyakarta

JECED : Journal of Early Childhood Education and Development ◽

10.15642/jeced.v2i1.505 ◽

2020 ◽

Vol 2 (1) ◽

pp. 1-12

Author(s):

Siti Umayah ◽

Suyadi Suyadi

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Learning Process ◽

Educational Institution ◽

Multiple Intelligence ◽

Spiritual Intelligence ◽

Musical Intelligence ◽

Childhood Education ◽

Learning Programs ◽

Innovative Learning

Early childhood education is a children's educational institution that has the aim of learning to develop children's intelligence by using a variety of innovative learning programs. The purpose of this study was to find out how the development of an archipelago-based and international curriculum program in learning was implemented at Fastrack Funschool Yogyakarta. From the results of research conducted by researchers show that in the learning process applying the archipelago curriculum program uses learning with multiple intelligence methods, in which developing linguistic intelligence, logical mathematical intelligence, spatial visual intelligence, musical intelligence, kinesthetic intelligence, iterpersonal intelligence, intrapersonal intelligence, natural intelligence, and, spiritual intelligence whereas in the international curriculum the learning model of seven habits of successful people includes being a proactive person, setting clear targets, working according to priorities, always thinking of profitable ways, trying to understand and then understanding, creating synergies, and always taking time to improve The ability of these multitude of intelligence and habituation is considered to be very effective in learning in early childhood education institutions at Fastrack Funschool Yogyakarta.

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Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs / Changement d’opinion: Exploration du potentiel d’intégration de la technologie dans les programmes d’éducation de la petite enfance

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t25p4z ◽

2013 ◽

Vol 39 (4) ◽

Cited By ~ 1

Author(s):

Beverlie Dietze ◽

Diane Kashin

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Early Learning ◽

Learning Opportunities ◽

Degree Programs ◽

Education Programs ◽

Teaching Pedagogy ◽

Childhood Education ◽

Petite Enfance ◽

Learning Programs

Using technology with children in play-based early learning programs creates questions for some within the Early Childhood Education (ECE) community. This paper presents how two faculty who teach in ECE-related degree programs integrated educational technology into their teaching pedagogy as a way to model to their students how it can be used to support children’s play and learning opportunities. The authors identify how collegial dialogue helped them to use various technologies and social media in their teaching, which transformed their curriculum and pedagogical philosophy. The paper argues that if technology creates connections between learning in the college or university classroom and is effective practice, it is worthy of further exploration. L’utilisation de la technologie avec des enfants dans des programmes préscolaires d’apprentissage basé sur le jeu suscite des questions pour plusieurs au sein de la communauté de l’Éducation de la petite enfance (EPE). Cet article présente la façon dont deux professeurs enseignant dans des programmes d’études liés à l’EPE ont intégré la technologie éducative dans leur pédagogie d’enseignement comme un moyen de démontrer à leurs étudiants comment elle peut être utilisée pour soutenir le jeu des enfants et les possibilités d’apprentissage. Les auteurs montrent comment un dialogue collégial les a aidés à utiliser diverses technologies et médias sociaux dans leur enseignement, ce qui a eu pour effet de transformer leur programme et leur philosophie pédagogiques. L’article fait valoir que si la technologie crée des liens entre l’apprentissage en milieu postsecondaire et une pratique efficace, elle est par conséquent digne d’une exploration plus poussée.

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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